Student Achievement Model

1. Student Achievement Model Port Hope Huron County Rural Schools Elkton-Pigeon-Bay Port North Huron Owendale-Gagetown Bad Axe Ubly Caseville Harbor Beach Huron Intermediate School District: Our Story May 4, 2010 Reese Cass City Marlette USA Akron-Fairgrove Kingston Millington 1

2. Student Achievement Model Purpose: Improve student achievement Method: Build capacity in local districts by maximizing leadership potential of Teacher Leaders

3. Strong core programs Early intervention Research-based practices Data-based decision making A continuum of instructional support SAM is an RtI Model

4. Critical Components of SAM • Structured teams • Training • Teacher Leaders • Administrators • Collaboration – general and special education

5. SAM Structure • SAM Steering Committee and Leadership Team • SAM Training Teams • LEA Teams: • District Team • Building Team • Department/Grade-Level Team

6. Mathematics • Teacher Leader training 2006-2007 • Universal Screening Kindergarten through Algebra 1

7. Universal (Benchmark) Screening • For ALL students • Focus on essential, important skills • Instructionally relevant • Efficient to administer • Sensitive to change in skill performance • Measure fluency of performance

8. Math Measures Used in SAM

9. Tests of Early Numeracy Grades K – 1 • Oral Counting • Number Identification • Quantity Discrimination • Missing Number Quantity Discrimination (QDM)

10. Mixed Computation Grades 1-6 • Whole number computation Grades 1-5 (M-CBM) • Rational computation Grade 6 (custom) • M-COMP new August, 2010 Rational Computation Measure

11. Algebra Basic Skills Grades 6-7

12. Algebra FoundationsGrades 7, 8, and Algebra I

13. Content Analysis (Multiple Choice)Grade 8 and Algebra I

14. Math Assessment Sources • AIMSweb http://www.aimsweb.com • Project AAIMS: Algebra Assessment and Instruction – Meeting Standards http://www.ci.hs.iastate.edu/aaims/homepage.html • Others: Math DIBELS, Easy CBM, Edcheckup, Yearly Progress Pro

15. Progress Monitoring / RtI Websites • Research Institute on Progress Monitoring http://www.progressmonitoring.net/ • National Center on Student Progress Monitoring http://studentprogress.org/ • National Center on Response to Intervention http://www.rti4success.org/

16. Local School, Grade 6, Math Fluency

17. Local School, K Missing Number Fall to Spring • Implemented PALS Math in addition to core curriculum • Percent of Kindergarteners at Tier 1 increased from 5% in the Fall to 81% in the Spring

18. Local Elementary BuildingMath Fluency • Implemented PALS Math • Purchased updated math curriculum • Provided focused math fact practice consistently across grades • Spring 2007: 33% at Tier 1 • Spring 2009: 73% at Tier 1

19. Local SchoolGrade 8 Algebra Foundations Went from 25% Tier 1 in Fall to 100% Tier 1 in Spring ALL Tier 3 and Tier 2 students in Fall moved up a level by Winter

20. Implement “Ramp Up” Intensive Tier 3 intervention published by America’s Choice Progress Monitoring: Every Strategic and Intensive Student Aimline

21. Finding Research-Based Resources What Works Clearinghouse - ies.ed.gov/ncee/wwc www.bestevidence.org

22. Math Supplements and Interventions • PALS Math, K-6 (Vanderbilt University) • Michigan Mathematics Program Improvement Project (MMPI), Grades 2-8 (www.michiganmathematics.org) • Number Worlds, Pre-K-8 (SRA) • Connecting Math Concepts, K-8 (SRA) • Corrective Math, Grades 3-adult (SRA) • Odyssey, K-8, High School (Compass Learning) • Cognitive Tutor (Carnegie Learning)

23. Next Steps in Mathematics • Continue benchmark screening • Broaden approach to assessment • Continue PD and resource identification • Maintain curriculum alignment • sammath.wikispaces.com

24. SAM Literacy: Writing and Reading

25. Writing Next • Prewriting • Inquiry Activities • Process Writing Approach • Study of Models • Writing for Content Learning • Effective Elements to Improve Writing Achievement for Grades 4 - 12 (Graham and Perin) • Strategies • Summarization • Collaborative Writing • Specific Product Goals • Word Processing • Sentence Combining • Need for DIRECT INSTRUCTION (modeling; pacing; increased engagement; scope and sequence; systematic review of skills; routines for responding and asking questions; providing specific and consistent feedback)

26. 90-90-90 Schools on Writing • Multiple opportunities for improvement • Emphasis on NON-FICTION writing • Collaborative scoring of student work • Value of feedback • Impact of time • Value every adult in the system • Cross-disciplinary integration

27. Essential Components for Literacy • Direct, Explicit Vocabulary Instruction • Word Meanings and Independent Strategies • Direct and Explicit Comprehension Strategy Instruction • Active Participation • Multiple Strategies • Writing • Across disciplines, using self-regulation • Aids comprehension

28. Essential Components, Continued • Motivation and Engagement • Reading Instruction • ALL students will benefit from some reading instruction (word-level work) • SOME students need intensive reading instruction • Include decoding and fluency, vocabulary, background knowledge, and comprehension strategies • Instruction will vary across content areas

29. Universal Screening in Literacy • Letter copying in Kindergarten • Correct writing sequences Grades 1-12 • DIBELS for Reading

30. Local School – Grade 5 Writing Fluency

31. Grades 9-12 Writing, All SAM

32. Local Elementary BuildingWriting Fluency • In the district, only 77% of students were “in the green” • Two retired writing teachers were hired last year to give extra writing support • Common planning time for teachers was created • All teachers were trained in Step Up to Writing • Scores improved 12%

33. K Phoneme Segmentation Jan. to MayBEFORE Tier 1 Changes

34. Same teacher following yearAFTER Tier 1 Changes

35. Tier 1 • Step Up to Writing • K-12, cross-disciplinary • Local Trainers • Implementation Plans • Strategies • Self-Regulated Strategy Development (SRSD) • Cover, Copy, Compare

36. Tiers 2 and 3 Direct, explicit Instruction Tier 1 Programs and Strategies, with... • Reduced group size • Increased instructional time, frequency, intensity Specific Intervention Programs and Strategies • REWARDS Writing • Expressive Writing 1 and 2 • Handwriting Without Tears • Sentence combining strategies

37. Reading Supplements and Interventions • Road to the Code • Stepping Stones • Ladders to Literacy • Sound Partners • Phonics for Reading • SPIRE • REWARDS (and Plus) • Read Naturally • Evidence-Based Literacy Instruction

38. Next Steps for Literacy Update HISD Literacy Guiding Document Continue Step Up to Writing implementation Train teacher leaders in adolescent literacy Research additional interventions for reading and writing Research alternate early writing measure Implement additional diagnostic measures Incorporate Common Core Standards 38

39. SAM - What We’d Do the Same • Train and support administrators • Structure local teams (district, building, grade/department) • Engage HISD teams in deep, ongoing study • Facilitate systematic data review process

40. SAM - What We’d Do Differently • Carefully select Teacher Leaders • Frontload in-depth training for administrators • Gather systematic input from locals • Provide appropriate support for “worker bees” • More clearly define roles and expectations up front

41. How Life Has Changed • Students write – and learn – more • More interaction between General Education and Special Education • Local administrator discussions more targeted toward student achievement • HISD staff have broader (and deeper) knowledge base • Teachers are more effective (strategies and use of time)

42. Change takes time; if a magic wand existed, we would have already used it

43. For More Information . . . • www.hisd.k12.mi.us • Click “Student Achievement Model” at left • Janet Richards • janet@hisd.k12.mi.us • Peggy Randall • pegann@hisd.k12.mi.us • Jennifer Trusock • jtrusock@hisd.k12.mi.us